The ethical conduct of educational research is becoming increasingly important. This is a fiercely contested area, with extreme positions often polarised in respect of where control of the research should lay—with the researcher or with those who are being researched. There are practical as well as deontological issues to be considered, especially in the increasingly important area of internet research, which will be a particular (but not exclusive) focus in this session.

Intended learning outcomes

• Introduction to and discussion of issues, policy and practice in the ethics of educational research (LO1).
  

Preliminary Reading

Hudson, J.M. & Bruckman, A. (2004). '"Go Away": Participant objections to being studied and the ethics of cdhatroom research.' The Information Society. 20 (pp. 127-139).

Object Text

Wegerif, Rupert (1998). 'The Social Dimension of Asynchronous Learning Networks.' Journal of Asynchronous Learning Networks, Vol 2, Issue 1, March 1998.

Links

British Sociological Association statement of ethical practice

British Psychological Society: 'Ethical principles for conducting researcdh with human participants'

British Educational Research Association (BERA) Research Guidelines

Economic and Social Research Council (ESRC) Research Ethics Frameworks

Questions

1. Is it appropriate to base policy on ethical issues in educational research on practice in medical research?
   
   
2. What is 'informed consent'?
   
   
3. Where should responsibility and accountability in respect of ethical practice in research lie?
   
   
4. Does the increasing importance of the internet as a site of educational research have any implications for research ethics?